Unsettling the Hegemony of 'Western' Thinking: Critical Reflection on My Journey to Understanding Campesino-a-Campesino Pedagogy

In the field of education for sustainability, there is a call to consider diverse livelihoods and world views beyond dominant anthropocentric, scientific, and 'Western' ways of understanding and living. For scholars and educators trained in 'Western' culture, this is complicated by how this dominant culture is infused in all our ways of thinking and being. This paper explores the authors' journey to unsettle their 'Western' thinking through analysis of reflexive field notes taken during field research. Data is shared from the author's doctoral study of Campesino-a-Campesino (CaC) as an anti-racist pedagogy. The paper tells a story of the unsettling of the author's assumptions about research, race, development, and education prompted by field experiences and guided by critical educational ethnography. An interdisciplinary approach to analysis is used including scholars in critical race theory, TribalCrit, Indigenous education, decolonization theory, and post-development theory. Conclusions illuminate researcher reflexivity, understanding critical context, learning the history of research, and shifting which scholars are considered in the analysis as crucial in the process of decolonizing the study of anti-racist pedagogies for sustainability.

Automated summary

This paper explores the authors' journey of unsettling their 'Western' thinking through analysis of reflexive field notes, sharing data from the author's doctoral study, and discussing how field experiences and critical educational ethnography prompted the author to rethink assumptions about research, race, development, and education.